Youth sport is a complex system that has been positioned as a worthwhile platform for educating young people. Although past research has been beneficial in shedding light on coach-parent interactions and relationships, additional research is required to explore parents', coaches', and athletes' perceptions as an interrelated unit. Therefore, the primary purpose of the present study was to examine Portuguese youth sport coaches', parents', and athletes' perspectives toward the factors and dynamics that influence parent-coach relationships. Utilizing Interpretive Descriptive Methodology, a total of 32 participants (11 coaches, 11 parents, and 10 athletes) were recruited for this study. Findings highlight the need to understand the context(s) in which coach- parent relationships take place before developing intervention programs, policy guidelines, and/or recommendations for practitioners. The findings also reinforce the need for parents to be considered as important as coaches if youth sport systems are to become influential settings for youth education, development, and performance. Moving forward, a sustained culture of positive, complimentary, and reciprocal coach-parent relationships can create openness toward learning novel strategies and processes to enhance these relationships through contextualized interventions.

Sport parenting research has established that parents encounter sport-specific stressors, which, if not managed appropriately, can affect their well-being, as well as having adverse effects on how they support their children. Resilience in sport literature has illustrated how athletes, teams, and organizations draw upon protective factors to buffer themselves from the negative effect of stressors. However, to date, little consideration has been given to resilience in parents. To this end, the purpose of this study was to define and characterize parental resilience in youth sport. Through a qualitative research design, 59 parents from 57 households, with children in several sports, participated in either one-to-one interviews (n = 25) or focus groups (n = 34). Data were analyzed using reflexive thematic analysis (Braun & Clarke, 2019). Parental resilience within youth sport was defined as "a dynamic process in which parents draw upon multiple psychosocial assets and strategies to effectively manage their responsibilities and maintain their psychological well-being, when encountering a range of stressors." The four psychosocial assets that characterized parental resilience were maintaining perspective in sport, the ability to perceive and utilize social support, adaptability to different circumstances in sport, and maintaining optimism in sport. This study extends sport psychology research by introducing the concept of parental resilience in youth sport, highlighting key indicators and outcomes of parental resilience, and identifying psychosocial assets that facilitate a parent's ability to manage the stressors they encounter. With this framework, future research could look to understand the psychosocial assets that are most applied for specific stressors and how parents developed these psychosocial assets over their sport parenting journey.

Tackling skill tests in rugby aim to evaluate skill competency, but their reliability to detect meaningful changes in tackling competency over time remains uncertain. This study aimed to: 1) determine the intra- and inter-rater reliability of scoring composite tackle competency by three youth grassroots rugby coaches (tier one, two, and three), and 2) assess reliability in scoring across tackling subcomponents (pre-contact, contact, and post-contact) using the TackleTEK Tool. Pilot data was used to develop a-priori analytical goals to assess the reliability of composite and subcomponent scoring. Non-parametric 95% Limits of Agreement were used to assess reliability. Twenty-five participants were recorded performing the one vs. one tackling assessment. The three coaches scored each tackle against pre-defined 18-point criteria. Systematic differences were assessed using Wilcoxon tests. Intra-coach composite tackling scores demonstrated agreement levels of 72% (95% CI 60% to 84%) for the tier three coach, and 100% (95% CI 100% to 100%) for both the tier two and one coaches, relative to the analytical goal. Inter-coach composite tackling agreement ranged from 78% (95% CI 67% to 89%) to 100% (95% CI 100% to 100%). Intra-coach subcomponent analysis showed the tier one and tier two coach to score all tackling subcomponents consistently (P > 0.05); however, the tier three coach only reliably scored the pre-contact phase. Subcomponent agreement ranged from 68% (95% CI 55% to 81%) to 82% (95% CI 71% to 93%), between tier three and tier one coaches, to 72% (95% CI 60% to 84%) to 98% (95% CI 94% to 100%), between tier two and tier one coaches. Within the context of this study, agreement was strongest for tier one and tier two coaches, supporting the use of the TackleTEK Tool to assess changes in tackling competency over time, with further work required to extend its application across coaching levels.

As female athlete participation continues to grow globally, there is a pressing need to develop coaching strategies that address their specific biopsychosocial needs. This study explores the uncharted territory of coaching female athletes within the Norwegian sports context, drawing on the subjective experiences of coaches, retired elite female athletes, and sports federation representatives. Using a qualitative study design, 32 semi-structured interviews were conducted across eight major sports in Norway. Participants included elite coaches (n = 8), recreational coaches (n = 8), retired elite female athletes (n = 8), and sports federation representatives (n = 8). Reflexive thematic analysis generated three primary themes: (1) communication and relationships as sexed foundations of effective coaching, (2) female-specific coaching knowledge and its psychosocial consequences, and (3) systemic conditions of coach education and delivery. Coaches reported challenges in addressing menstrual health, body image, and injury prevention, often due to limited access to practical resources and evidence-based knowledge. Findings also revealed structural barriers within current coach education programmes, including minimal biopsychosocial content and limited organisational support. This study highlights the urgent need for practical, inclusive education that integrates biopsychosocial knowledge to foster more equitable coaching environments, enhancing the long-term well-being, development, and performance of female athletes.

The purpose of the present study was to design, implement, and evaluate the delivery and utility of a multicomponent online intervention that aimed to protect and promote the well-being of competitive and high-performance swimmers. Utilizing an action research methodology, the current study evaluated the delivery and utility of an intervention comprising six online workshops that were tailored to the needs of high-performance swimmers ( n attending = 46). In addition, an accompanying workshop for parents ( n attending = 22) and coaches ( n attending = 17) was developed and delivered. Data were analyzed using a reflexive thematic analysis approach. Overall, feedback on the intervention was positive, with participants indicating that they enjoyed the sessions, particularly opportunities for discussion and reflection, as well as learning from the experiences of a professional swimmer. Participants also indicated that their understanding and knowledge regarding well-being increased, as well as gaining reassurance and confidence regarding the support and strategies they had available. Nevertheless, there were some challenges and limitations identified with the workshops, which should be considered for future research and interventions.

The aim of this study was to identify the perceived barriers and facilitators to participating in the elite women's rugby pathway in England. An explanatory sequential mixed-method design was adopted comprising a survey and interviews. In total, 1,349 participants completed the survey. Quantitative survey data were analysed using descriptive statistics and Wilson-corrected frequency intervals. Subsequently, interviews were conducted with 46 survey respondents. Qualitative data were analysed using the coding stages recommended by Miles and colleagues (2019). Findings indicate that key facilitators included social support from parents, friends, and support staff within rugby, as well as participants' enjoyment of the game, underpinned by the inclusivity of the sport, all of which contributed to both initial and continued participation. In contrast, barriers included stereotypes associated with the sport, time constraints, limited access at school, and challenges surrounding access to rugby opportunities linked with geographical location and education. The findings underline the complex and interrelated nature of these factors, which varied substantially depending on one's age, level of playing environment, and geographical location.

Vulnerability is a multifaceted concept used across disciplines, yet in the context of sport integrity, it remains underexplored and lacks a clear conceptualisation despite its growing usage and wider application. This paper critically examines how the concept of vulnerability is currently incorporated in different sport integrity contexts and research literature. It proposes a novel understanding of vulnerability informed by the fields of research ethics and bioethics, specifically in relation to established analyses and operationalisations of vulnerability. Drawing on the layered account of vulnerability, we conceptualise vulnerability as relational and dynamic, moving beyond fixed and stereotypical categorisations of vulnerability. Our understanding of vulnerability expands the understanding of this concept from its more common association with doping behaviours and populations and illustrates how the layered approach can be helpful in identifying and analysing vulnerability across different sport integrity contexts. In doing so, this paper demonstrates how a bioethics-informed approach can enhance the conceptual clarity and support a more consistent application of vulnerability within sport integrity field.

Sport science researchers and practitioners have noted a gap between research and practice for some time. Although several solutions have been proposed, few recommendations have been made for researchers to follow that are based on successful, long-term sport science research programmes aimed at translating research into practice. Therefore, the purpose of this article is to outline a decade of work completed by the Welsh Institute of Performance Science as an institute for sport-based integrated knowledge translation. The aim is to provide a framework for other researchers and institutes to follow when engaging with organisations for long-term research-to-practice partnerships. In addition to outlining the development and functioning of the Welsh Institute of Performance Science to guide others, limitations of the approach used are also presented and considered to facilitate the future development of sport-specific models of knowledge translation, ensuring that the excellent research conducted across the disciplines of sport science effectively impacts the work of practitioners.

The purpose of this current study was to explore how a whole person approach was conceptualised and supported within a sports-friendly school in the United Kingdom. A holistic, single case study methodology was used. Data collection occurred over an eleven-month period through observations, informal conversations, and semi-structured interviews with 64 individuals (37 males, 27 females). Data were analysed following guidance by Miles, Huberman, and Salda & ntilde;a (2019). Analysis led to the identification of a desire from participants for a whole person approach to encompass more than acknowledging individuals as whole people, to proactively targeting the development of the whole person. Three factors were seen to influence such development: quality social interaction, exposure to opportunities and people, and having autonomy and responsibility over development. Findings illustrated that the sport-school fostered social interaction through exposing adolescents to a range of settings, such as small class sizes and shared living. Staff's expertise and connections, along with varied extracurricular activities, enabled tailored learning experiences. Although developing whole persons was seen as important, factors were perceived to both support and hinder across the sports-friendly school environment.

Taper is an important component of race preparation in swimming but often misunderstood by athletes and coaches. Thus, through a multi-phase qualitative investigation, we aimed to examine swimmers' and coaches' understanding and psychological experience (i.e., thoughts, feelings, and behaviors) associated with taper. An interpretive descriptive methodology was used in both phases, with data collected via semi-structured interviews and analyzed in line with interpretive description recommendations. Findings from Phase 1 and 2 suggested swimmers and coaches understood taper as an idiosyncratic, multidimensional, and unpredictable training phase, and their thoughts, feelings, and behaviors centered around ensuring taper had positive psychological and performance related effects. Findings from both phases were also examined to identify similarities in key psychological features associated with taper. This revealed the psychology of taper is complex, imperfect, and multilevel in nature. Overall, our research provides the first detailed insight into the psychology of taper in elite athletes and highlights the need for further research and applied considerations in this area.

Research has routinely lent credence to the importance of having parent(s) and/or caregiver(s) who are actively involved and prioritise their children's sporting development. Stimulated by a desire from sport organisations for resources and the growing body of knowledge related to sport parent involvement, there has been a steady rise in the development of interventions for youth sport parents. However, while these interventions have developed, the extent to which they have been developed, implemented, and evaluated in a socially just manner has not been considered. As such, the purpose of the current critical commentary is to provide novel insights that seek to instigate critical reflexivity when developing, implementing, and evaluating socially-just interventions for youth sport parents. To instigate critical reflection on the current state of research and identify alternative lines of inquiry moving forward, three overarching questions are posed. Specifically, this paper explores (1) Who has been included in data upon which interventions are developed? (2) What should be expected from parents? and (3) Where programs fit and fail?

This study aimed to assess the effectiveness of a large-scale parenting programme on Brazilian tennis parents and sports administrators using the RE-AIM framework. The Tennis Parent Development Program was created as a Massive Open Online Course (MOOC), providing 11 free open-access modules on a web-based platform. A total of 122 parents took part in the programme. Interviews were conducted with eight parents and two sports administrators about their perceptions of the programme, and the data was analysed using reflexive thematic analysis. According to the data, parents and sports administrators found the online programme very convenient as it easily fit into parents' daily routines, making it easier to engage with. Although parents found the online resources to help inform them about their involvement in sports, there was a need to develop interaction activities and content that addressed the specific needs of players to expand the audience of parents. As such, it is important to design programmes that are less instructional and more applicable to a particular parent's situation in sports. This will help ensure that such programmes can complement other support activities for parents in sports organisations, such as face-to-face meetings. Additionally, to enhance the programme's effectiveness, it is recommended that fewer modules are provided, and the total duration of the programme is reduced. Furthermore, the lack of interaction opportunities between parents in online programmes was identified as an area for improvement. In conclusion, the Tennis Parent Development Programme is a useful resource for supporting parents.

Performance development among adolescent athletes is influenced by various factors besides physical training and recovery, such as mental health, energy availability and hormonal symptoms and dysfunction. Despite the frequency with which these health-related challenges occur in athletes, they are often stigmatised topics of discussion. The current study aimed to design, implement, and evaluate an educational intervention to foster knowledge-sharing and communication about stigmatised health topics among late adolescent athletes (i.e. 16-19 years old) and their coaches. An action research methodology was adopted. Twenty-one athletes (12 female, nine male) and four coaches (two female, two male) engaged in two initial group sessions to develop the educational intervention (the planning phase). The planned intervention comprised a series of workshops exploring 1. relative energy deficiency in sport (REDs), low energy availability (LEA) and eating disorders (EDs), 2. mental health (MH) and 3. female and male sex hormone function. Evaluation utilised pre- and post-questionnaires and small group discussions. The intervention facilitated communication between the athletes and coaches by enhancing knowledge through integrated knowledge delivery and shared experiences. However, despite completing this educational intervention, the athletes continued to find communication about their body weight, EDs, and male hormone function challenging, which needs further evaluation.

Gaining the inside perspective of an elite athlete throughout the competitive season provides a unique approach to understand the lived experience during multiple competitive events. The purpose of the present study was to investigate how elite disc golf athletes perceive and interpret their experiences of performing during various training and competitive events over the course of an elite disc golf season. Two elite disc golf athletes, one man and one woman, were recruited using homogeneous purposive sampling. The participants were interviewed three times and observed during three competitive events, as well as before and after a training session. A longitudinal interpretative phenomenological analysis (LIPA) was adopted to capture temporal and dynamic changes of the participants' lived experiences. The findings illustrated the athletes' personal experiences of performing during competitive disc golf events, with both athletes' experiences of competition changing during the season. Their competitive experiences appear to relate to the meaning disc golf has for the athletes, which in this study had both an experiential and existential level of meaning over time. Such a finding illustrates the importance of honoring athletes' unique experiences in making sense of their performances during an elite disc golf season. Taking the time to understand athletes' perceptions of their personal experiences appear important in attempting to understand their sense-making of their hot cognition before, during, and after competitions.

The purpose of this study was twofold: first, to identify who engaged with the Keeping Girls in Sport e-learning program and, second, to evaluate coach and activity leaders’ perceptions of the program and their perceived learnings gained from completing the program. An explanatory sequential mixed-method design was adopted. First, an online survey was distributed to all individuals who had participated in the program. In total, 511 (33% response rate) completed the survey. Quantitative survey data were analysed using descriptive statistics. Subsequently, interviews were conducted with 20 survey respondents. A realist logic of analysis was applied to the qualitative data, and context–mechanism–outcome configurations were formed. Overall, survey findings indicated that most participants identified as women (56%), coaches (69%), and were between 40 and 49 years of age (37%). In general, participants had positive perceptions of the program. Participants perceived that the accessibility and flexibility of the program increased opportunities to engage with content and, thus, their learning. They described improvements in knowledge and perspective regarding working with female athletes. This increase in knowledge provided participants with confidence to establish trusting and positive relationships with others, specifically parents. Nevertheless, participants highlighted a need for more tailored but also more expansive programs.

The demands of elite sport have the potential to negatively impact on athletes' wellbeing (e.g., Arnold & Fletcher, 2012; Rice et al., 2016). Despite this, not all elite athletes experience detrimental effects, rather some individuals thrive in an elite sports environment. The reasons why some athletes experience positive wellbeing while others struggle remains unclear although, in part, due to methodological limitations of previous research. To overcome these limitations, the purpose of the current study was to examine how change in high-performance swimmers' wellbeing occurs. Grounded theory methodology was used to enable examination of processes of change. Semi-structured interviews with 22 current and five retired swimmers, eight coaches, and seven support staff were used to generate data alongside observations and field notes. The resultant theory illustrated how a dominant performance narrative influenced the development and maintenance of an exclusive swimmer identity that was tied to performance. Specifically, transitions were highlighted as critical points where wellbeing was likely to be affected, due to the increased potential for change and uncertainty to impact on performance and subsequently identity. However, the use of proactive coping strategies, such as anticipating and planning, as well as accessing and utilising appropriate support were shown to help minimise the impact on wellbeing.

Although applied sport psychologists are supporting young athletes drawing on experiential evidence of what works, there is a lack of understanding regarding how to effectively help young athletes enhance their wellbeing, long-term development, and performance. The aim of the current study was to gain insights into the consultancy process from accredited applied sport psychologists working with young athletes (5-18 years) in the United Kingdom, to inform the training and development of practitioners. An Interpretive Descriptive (ID) design was used to generate grounded knowledge relevant to applied practice contexts. The current study was conducted by a British Psychological Society (BPS), Division of Sport and Exercise Psychology (DSEP), research working group and consisted of two phases: First, working group members (n = 6) participated in two separate focus groups. Second, in-depth interviews were conducted with UK-based sport psychology practitioners (n = 9) who had extensive knowledge and experience of working with young athletes. Reflexive thematic analysis generated six higher order themes: (a) Clear intentions, motives, and boundaries; (b) flexible and adaptable theoretical approaches; (c) seeking and securing connections; (d) multiple perspectives matter; (e) indirect interventions maximize impact; and (f) adaptation and integration determine Psychological Skills Training (PST) effectiveness. The current study offers unique and detailed insights regarding the consultancy process when working with young athletes. Such insights are crucial for applied sport psychologists to promote evidence-informed developmentally appropriate practice.Lay Summary: Experienced applied sport psychologists in the UK demonstrated clear motives for working with young athletes, used flexible and adaptable consultancy approaches, secured connections, and assessed young athletes from multiple perspectives. Indirect interventions (delivered through coaches, parents, etc.) were considered the most impactful, but adaptation and integration determined PST effectiveness. Practitioners should, whenever possible, work collaboratively with coaches and/or parents (indirectly or directly) to elicit greatest intervention effects.Interventions should match the demands of the sport, the young athlete's developmental stage, and their unique individual wants and/or needs.PST in youth sport should be simple, adaptable, and where possible integrated within a young athlete's training and competition context.

The overall aim of the present study was to understand how dancers' perception and parents' own perceptions of parents' responsiveness and competence support were associated with dancers' self-perceptions and thriving. In total, 64 dancers and 91 parents for a total of 52 matching dyads participated in the study. Dancers were aged 7-24 years, trained on average 4.17 times/weeks, and were involved in Irish dancing for an average of 9.71 years. Participants completed self-reported questionnaires assessing their perceived responsiveness, competence support, self-perceptions, and thriving. Main analyses consisted of mediations performed with structural equation modeling. Results demonstrate that dancers' perceptions of their parents' responsiveness and competence support are associated with their self-perceptions and thriving. Responsiveness and competence support of their second parent was more strongly associated with thriving than responsiveness and competence support of the main parent. Parents' own perceptions of competence support were positively associated with dancers' thriving.

The purpose of the current study was to understand female rugby players' perceptions of menstrual cycle (MC) tracking and identify the impact of MC tracking for the players. Interpretive descriptive methodology was adopted. Interviews were conducted with 12 elite female rugby players (age 25.2 ± 4.3 years), who were all naturally menstruating. Data were analysed following the four stages recommended within Interpretive Description. Results identified that athletes obtain personal benefits from MC tracking by; enhancing understanding of their MC and symptoms, and responding to their MC and symptoms. Athletes also reported that the process of tracking their MC enhanced relationships by; improving communication and interactions with coaches and support staff, and by facilitating team support. Specifically, using tracking increased the opportunities for open conversations with coaches, support staff and teammates regarding their MC. Overall, the findings highlight benefits of menstrual cycle tracking within this group of naturally menstruating rugby players, particularly in helping players and coaches understand the individual nature of the MC, engage in conversations, and establish support from teammates.